A disciplina cartografia escolar nos cursos de formação de professores em Geografia no Brasil: contexto, desafios e perspectivas

Abstract

The article presents the results of a collective research project developed by the Grupo de Estudos e Pesquisas em Cartografia Escolar (GECE), entitled “The School Cartography Course in Geography Programs in Brazil and Chile: An Analysis of Teacher Education.” The aim of this text is to understand how School Cartography has been organized and developed specifically within Geography teacher education programs in Brazil. The investigation adopts a qualitative approach, grounded in collaborative research, and uses as data production instruments the analysis of course syllabi, interviews with instructors, and the implementation of an extension course structured in three thematic modules: Social Cartography, Inclusive Cartography, and Geotechnologies applied to the teaching of Geography. The results highlight the growing presence of the discipline in curricula, although marked by regional and theoretical–methodological asymmetries, as well as the need to strengthen the integration between theory, practice, and formative experiences. The interviews show that instructors recognize School Cartography as an essential component for the development of spatial and geographical thinking, while also pointing to the persistence of structural and pedagogical challenges. The activities carried out in the extension course demonstrated the potential of contextualized and collaborative learning as a strategy for didactic experimentation. It is concluded that School Cartography is consolidating itself as a strategic formative field in Geography teacher education, whose expansion depends on consistent curricular guidelines and on the articulation between teaching, research, and extension.